Abstract
Abstract
Scientific reasoning is the ability to face competition in the 21st century, so students must have this ability. Project-based learning (PjBL) will train students to improve their scientific reasoning. This study aims to analyze the influence of PjBL in STEM on students’ scientific reasoning on fluid. This research was the quantitative method with the pretest/posttest control group design. The subjects of this study were 66 high school students of grade XI. Instruments for collecting data collection was the written test with a reliability coefficient of 0.87. The results of the study indicate that the scientific reasoning of students who are leaning through PjBL in STEM is higher than that of students who learn through regular learning. In designing the project, students also train to reason scientifically by considering the size of the products that are made to produce a product that can work well. However, the STEM integrated PjBL is still not optimal in improving aspects of probabilistic reasoning and controlling variables.
Subject
General Physics and Astronomy
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